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General Psychology > Chapter 3 part 2 > Flashcards

Chapter 3 part 2 Flashcards

physical and cognitive development of children

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1
Q

Piaget

A

a Swiss psychologist prodigy that did problem-solving experiments with his own children when they were young until they got older

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2
Q

physical development

A

the body

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3
Q

cognitive development

A

thinking and remembering

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4
Q

socio-emotional development

A

relationships with others

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5
Q

why do human infants survive?

A

we take care of them and they come with reflexes

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6
Q

why do humans nurture baby mammals?

A

we have a compelling urge to take care of baby mammals because they have specific features

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7
Q

what are the features that make humans want to take care of babies?

A

they have a giant head compared to other body parts and giant eyes compared to other facial features

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8
Q

reflexes

A

genetically-wired, involuntary responses that are crucial for infant survival

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9
Q

what happens if an infant can’t do these reflexes?

A

they won’t survive unless there is medical intervention

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10
Q

why do doctors test for reflexes right after birth?

A

if the baby can’t do them, there is a neurological problem

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11
Q

rooting

A

in puppies in kittens, they fight for the mom’s nipple
in infants, when something brushes its cheek, it turns its head and opens its mouth

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12
Q

gripping

A

will hold something (like your finger) tightly and not let go

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13
Q

toe curling

A

toes will either curl or spread apart depending on where you stroke the foot

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14
Q

startle

A

a loud noise / movement and the hands go up (happens to kittens too)

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15
Q

galant

A

you stroke its back and it will turn its arms that way in a fencing pose

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16
Q

motor development

A

the gradual development of muscle control, balance and movement

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17
Q

voluntary control

A

as the baby gets older, the brain forms connections with muscles & then takes control over those muscles to produce voluntary movement

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18
Q

six motor milestones

A

1) raising the head
2) rolling over
3) propped up
4) sitting up
5) crawling
6) walking

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19
Q

infants develop motor skills from the ______

A

“head” down

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20
Q

raising the head

A

neck muscles are 1st

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21
Q

rolling over

A

arms and upper trunk

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22
Q

propped up

A

abdomen / core muscles

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23
Q

sitting up

A

hips / upper thighs

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24
Q

crawling

A

legs

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25
Q

walking

A

practice with balance

26
Q

perceptual development

A

the gradual development of the senses and the interpretation of sensory information

27
Q

sense of smell at birth

A

as good as it is going to get

28
Q

sense of touch at birth

A

pretty good, but pains sensation is still developing

29
Q

sense of hearing at birth

A

able to hear in the womb and at birth, but don’t respond to pitched sounds as well as higher ones

30
Q

sense of vision at birth

A

the worst of the five, can see light but not much else –> will stare at the brightest thing in the room for the first month

31
Q

why can’t babies see well when they are born?

A

they have a fixed lens and poorly developed photoreceptors called cones

32
Q

fixed lens

A

the lens inside of the eye behind the cornea is controlled by muscles that squeeze and stretch it so we can focus on things that are near or far. since babies don’t have control of their muscles when they are born, and those muscles are voluntary, they cannot squeeze or stretch the lens to focus on things in their vision

33
Q

cones

A

in the center of retina and are high threshold –> they help us see color and definition (babies basically see how we do in the dark when they are born)

34
Q

why do babies love things that are high contrast?

A

they can see it better

35
Q

cognitive development

A

the development of thinking, problem-solving, and memory as we age (basically intellect)

36
Q

Piaget’s theory of cognitive development

A

schemas, assimilation, accommodation

37
Q

schemas

A

skills and behaviors that allow child to interact with objects and others

38
Q

assimilation

A

incorporating new information into existing schemas (gaining knowledge by using existing skills)

39
Q

accommodation

A

changing a schema to new information (learning a new skill by changing schema)

40
Q

Piaget’s four stages of cognitive development

A

1) sensorimotor
2) preoperational
3) concrete operational
4) formal operational

41
Q

what determines what stage we are in?

A

how much you can manipulate things in your mind

42
Q

sensorimotor stage

A

infants construct an understanding of the world through sensory experiences and motor actions

43
Q

hallmarks of the sensorimotor stage

A

development of object permanence, gain pleasure from sensory and motor interactions

44
Q

when is a person in the sensorimotor stage?

A

from birth - 2 years old

45
Q

object permanence

A

idea that things still exist even when not in view (happens around 8 months) and can conjure it from memory

46
Q

when do we move onto the next stage?

A

when we assimilate new information using skills and then we reach a threshold that makes us think in a different way

47
Q

what is the biggest stage of cognitive development?

A

preoperational stage

48
Q

preoperational stage

A

child develops abilities for symbolic thought and pretend play but not complex, logical thought

49
Q

when is a child in the preoperational stage?

A

from 2 -7 years old

50
Q

hallmarks of the preoperational stage

A

language development, egocentrism, incapable of reversibility, incapable of conservation

51
Q

egocentrism

A

they think about themselves all the time because they are incapable of seeing from someone else’s perspective and believe everyone experiences the world in the same way they do (they start a story in the middle because they assume you were there and experienced the beginning)

52
Q

what does a child in the preoperational stage use instead of logical thought?

A

heuristics

53
Q

heuristics

A

“rules” learned from experience and a child in the preoperational stage applies them to everything, which makes them make errors

54
Q

do children in the preoperational stage understand conservation?

A

no (ex: 2 wide glasses with the same amount of water, and you pour one into a skinny glass that is taller. they will say the skinny glass has more water in it)

55
Q

concrete operational stage

A

child uses operations and replaces heuristic strategies with logical reasoning skills in concrete situations

56
Q

age to be in concrete operational stage

A

7-11 years old

57
Q

hallmarks of concrete operational stage

A

capable of conservation, capable of reversibility, creating mental sets (can organize things based on a rule in their head and physically), not good with hypothetical thinking

58
Q

formal operational stage

A

thinking about things that are not concrete, making hypotheses and predictions

59
Q

formal operational stage ages

A

11 - adulthood

60
Q

hallmarks of formal operational stage

A

capable of hypothetical thinking, speculation regarding the future, capable of abstract thinking

61
Q

do we spend of time thinking in the formal operational stage?

A

no, because it is hard

General Psychology (21 decks)

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